It is eye-opening for teachers to realize how reading differs in other content area classrooms. For example, analyzing the causes and effects of historical processes differs from visualizing physical and chemical processes in science, which differs from interpreting character motives and figurative language in literature.
Think about the analogy of mental workouts: Many students have not given their brains the types of vigorous thinking workouts—cross training, if you will—that teachers want them to have in different types of reading and learning. Once teachers see how different the comprehension process is in different subjects, then they can also recognize the comprehension similarities from subject to subject. (Jeff Zwiers at the International Reading Association Website)
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The IRA website includes some full text articles from its journals The Reading Teacher. Above is an excerpt from one of those full text articles.
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